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Kleene algebras (KA) and Kleene algebras with tests (KAT) provide an algebraic framework to capture the behavior of conventional programming constructs. This paper explores a broader understanding of these structures, in order to enable the expression of programs and tests yielding vague or inconsistent outcomes. Within this context, we introduce the concept of a paraconsistent Kleene Algebra with tests (PKAT), capable of capturing vague and contradictory computations. Finally, to establish the semantics of such a structure, we introduce two algebras, SetP(T) and RelP(K,T), parametric on a class of twisted structures K and T. We believe this sort of structures, for their huge flexibility, have an interesting application potential.

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The main aim of this chapter is to explore the role of social media in the internationalization of business-to-business (B2B) companies, addressing a remaining gap in the literature. It includes a qualitative study, where data from semi-structured interviews was subject to thematic content analysis. The study found that social media acts as a facilitator of internationalization in the B2B setting. While social media alone does not determine the success of internationalization efforts, it has become an essential tool for firms seeking to engage with global markets and maintain a competitive edge. The study provides relevant insights for managers, recommending that businesses should track social media performance to understand its impact on internationalization efforts and adjust strategies accordingly. © 2025 Elsevier B.V., All rights reserved.

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Objective: To empirically investigate the relationship between education quality and technological progress in the business sector at different stages of economic development. Research Design & Methods: We divided 160 countries into four groups by GDP per capita. The research period was 2007–2021. We use Spearman’s correlation analysis to verify associations between nine indicators for education quality and ten indicators for technological progress. Findings: Our outcomes show that if education quality does not improve, countries do not move up the economic development ladder. Adult literacy, primary education quality, adult skills, and women’s average years in school have the strongest influence on technological progress. Implications?/?Recommendations: Our paper contains many implications for those seeking to improve social well-being. For example, governments should ensure that women have access to education on equal terms with men. Otherwise, they lose an important source of technological progress and impede the development of human capital. Greater emphasis should be placed on learning how to write and describe reality, read with comprehension, perform simple calculations without a calculator, and teach various learning methods. In the absence of these, the skills of primary, secondary and higher education graduates will not improve. Contribution: The outcomes of our research, both theoretical and empirical, create a multi-faceted approach to the issue of the mutual influence of education and technological progress. They allow us to look at this problem from the perspective of subsequent stages of economic development.

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This preprint has been withdrawn at the request of the corresponding author due to internal coordination requirements and project data privacy considerations.